Instructional control of cognitive load in the training of complex cognitive tasks
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Paas and van Merriënboer (1994a) and Paas et al. (2003b) present different views on whether mental load depends on subject characteristics: the former treats mental load as independent of subject characteristics and constant for a given task in a given environment, whereas the latter treats mental load as originating from the interaction between task and subject characteristics.
“With regard to the assessment factors, mental load is imposed by the task or environmental demands. This task-centered dimension, considered independent of subject characteristics, is constant for a given task in a given environment”
From Cognitive load theory, educational research, and instructional design: some food for thought (2010) · cites this paper as Paas and van Merriënboer 1994a
Mental load is determined by the task only, and mental effort and performance are determined by the task, subject characteristics and their interactions.
“This means that mental load is determined by the task only, and that mental effort and performance are determined by the task, subject characteristics and their interactions.”
From Cognitive load theory, educational research, and instructional design: some food for thought (2010) · cites this paper as Paas and van Merrie ¨nboer 1994a
If studies such as Denessen et al.'s also incorporated cognitive load measures, it would become possible to determine how the antecedents of collaborative learning affect cognitive load and how cognitive load in turn affects the outcome of the collaborative process.
“When studies like the one conducted by Denessen et al. (2008) would also incorporate cognitive load measures (e.g., the unidimensional nine-point symmetrical mental effort rating scale [Paas 1992], heart-rate variability [Paas and Van Merriënboer 1994], taskevoked pupillary responses [Van Gerven et al. 2002], or responses to secondary tasks [Marcus et al. 1996]), it would become possible to”
From Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010) · cites this paper as Paas and Van Merriënboer 1994
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- Authors
- Paas, F. G. W. C., & Van Merriënboer, J. J. G.
- Affiliations
- University of Twente (NL)
- ORCID
- Paas, Fred G. W. C.
- Venue
- Educational Psychology Review
- Published
- 1994-12
- Volume
- 6
- Issue
- 4
- Pages
- 351-371
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2064749740
- Semantic Scholar
- 7da7919fae413c0d417479597adaefa30ee593e9
- Cited by
- 968
- References
- 55
- Citations by year
- 2026: 92 · 2025: 77 · 2024: 61 · 2023: 63 · 2022: 64 · 2021: 62 · 2020: 58 · 2019: 51 · 2018: 54 · 2017: 35 · 2016: 36 · 2015: 47 · 2014: 37 · 2013: 33 · 2012: 34
- FWCI
- 3.18
- Type
- journal article
- Language
- en
- Open access
- green
- research.utwente.nl
- Licence
- other-oa
- www.springer.com/tdm (tdm)
- Locations
- Educational Psychology Review (publishedVersion)
- University of Twente Research Information (publishedVersion, other-oa)
- University of Twente Research Information (submittedVersion, other-oa)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Social Psychology › Human-Automation Interaction and Safety
- Keywords
- cognitive load, instructional control, complex cognitive tasks, instructional design model, attentional orienting, novice learning
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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